Banca de QUALIFICAÇÃO: JAIRO DOS SANTOS LEITE JUNIOR

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : JAIRO DOS SANTOS LEITE JUNIOR
DATE: 29/08/2024
TIME: 15:00
LOCAL: https://meet.google.com/enr-fhpg-pas
TITLE:

Contributions of the Peer Instruction Methodology to Understanding First-Degree Mathematical Functions: Proposal for a Didactic Sequence in High School

KEY WORDS:

Peer Instruction, First-Degree Function, Mathematics

PAGES: 68
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

The learning of Mathematics content in Brazilian High Schools has shown significant room for improvement. In recent years, results from large-scale Brazilian exams and the PISA exam support this scenario. Regarding the State Education Network of Rio Grande do Norte (RN), gaps in learning have also been identified, particularly in the understanding of mathematical functions. In 2023, according to data from the Integrated Monitoring and Institutional Evaluation System (SIMAIS/RN), the content of functions was noted as the one with the least related skills developed by students. Methodologically, there is still a mechanized approach to solving exercises after content exposure, with much emphasis on memorization and less on comprehension. There is little connection between expected competencies, the student's life project, and the social utility of logical-mathematical knowledge. However, the scientific advancement and technological transformations of recent decades prompt the use of active methodologies in education, leveraging their ability to engage and foster critical thinking, thus countering content-based and passive learning approaches. Therefore, this research aims to investigate the contributions of the Peer Instruction (PI) methodology to understanding knowledge objects related to functions, specifically linear functions, a topic covered in the 1st year of high school according to the officially prescribed curriculum in Brazil. After considering the issue, a systematic literature review (SLR) was conducted to assess the state of the art. The research adopts a pragmatist paradigm and aims to be exploratory with an action research approach, as it proposes the experimentation of PI by students in the classroom with the researcher’s participation. The study site is a 1st-year high school class in a state school in Natal (RN). A didactic sequence (DS) for applying the PI methodology was planned, consisting of four stages and the lessons within each stage. The research instruments include questionnaires, a logbook, conceptual tests on linear functions, and digital tools for recording. Data will be analyzed quantitatively and qualitatively. For applying the PI tests, and considering that each test involves “the idea of solving a problem,” the theoretical assumption is that “through the problem-solving process,” both the resolution process and the mathematical concepts involved are mutually and continuously constructed. Additional theoretical contributions come from Vygotsky's theory of learning, considering the dialectical relationship between the learner and the object of study. The study also takes into account the competencies based on the National Common Curricular Base (BNCC). Convergent trajectories are seen in the student's prior knowledge, the prescribed curriculum, and the employed active methodology. After the research intervention and data analysis, recommendations are made that could contribute to teaching linear functions. Limitations and difficulties encountered during the research, as well as gaps to be addressed in future work, are also noted. As a final product, the creation of a guide (e-book) on the application of the produced didactic sequences is proposed.

COMMITTEE MEMBERS:
Presidente - ***.503.654-** - KLEBER TAVARES FERNANDES - UFERSA
Interna - 3229319 - APUENA VIEIRA GOMES
Externo à Instituição - MARIA DE FATIMA DE LIMA DAS CHAGAS - UFERSA